Bardin, J. A., & Lewis, S. (2011). General education teachers' ratings of the academic engagement level of students who read braille: A comparison with sighted peers. Journal of Visual Impairment & Blindness, 105(8), 479-92.
Bong, M. (2001). Role of self-efficacy and task value in predicting college students' course performance and future enrollment intentions. Contemp Educ Psychol, 26(4), 553-570.
Bordbar, M., & Yousefi, F. (2016). The mediation roles of self-system processes and academic emotions in relationship between autonomy supportive environment and academic engagement. Developmental Psychology: Iranian Psychologists, 13 (49), 13-28.
Butterworth, J., & Thwaites, G. (2013). Thinking skills: Critical thinking and problem solving. Cambridge University Press.
Cassidy, C., Marwick, L., Deeney, H., & McLean, G. (2018). Philosophy with children, self-regulation and engaged participation for children with emotional-behavioral and social communication needs. Emotional and Behavioral Difficulties, 23(1), 81-96.
Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325-339.
Filiz, K., & Vesile, Y. (2018). The effectiveness of the philosophy with children curriculum on critical thinking skills of pre-school children. Education and Science, Early Release, 1-22. DOI: 10.15390/EB.2018.7268.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-42.
Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221-234.
Fisher, R. (2007). Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 1(177), 615-631.
Fisher, R. (2013). Teaching thinking: Philosophical enquiry in the classroom. A&C Black.
Fredricks, J. A., & Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.
Ghaedi, Y. (2016). Theoretical foundations of philosophy for children. Meraat Publications.
Giménez-Dasí, M., Quintanilla, L., & Daniel, M. F. (2013). Improving emotion comprehension and social skills in early childhood through philosophy for children. Childhood & Philosophy, 9(17), 63-89.
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current perspectives in research and practice. School Psychology Review, 1, 31-33.
Holley, E. D., & Karri, A. (2009). Understanding interdisciplinary challenges and opportunities in higher education. ASHE Higher Education Report, 35(2), 131-139.
Jahani, J. (2008). Investigating the effects of the Philosophy for Children Program on the development of students' moral characteristics. Journal of Curriculum Studies, 2(7), 37-59.
Kohan, W. (2002). Education, philosophy and childhood: The need to think an encounter. Thinking: The Journal of Philosophy for Children, 16(1), 4-11.
Lipman, M. (2003). Thinking in education. Cambridge University Press.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514- 519.
Nelms, L., & Taylor, J. (2006). School engagement and life chances: 15 year olds in transition.
O'Donnell, A. M., Reeve, J., & Smith, J. K. (2011). Educational psychology: Reflection for action. John Wiley & Sons.
Olsen, R. E., & Kagan, S. (1992). About cooperative learning: A teacher’s resource book. Cooperative language learning.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267.
Robyn, M., Gillies, K., Nichols, G., & Burgh, M. (2012). The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behavior, problem-solving, and learning during cooperative, inquiry-based science. International Journal of Educational Research, 53, 93-106.
Sharan, S., Tan, I. G., & Chin, T. (2008). Organizing schools for productive learning. New York: Springer Publishing.
Shonk, S. M., & Cicchetti, D. (2001). Maltreatment, competency deficits, and risk for academic and behavioral maladjustment. Developmental Psychology, 37(1), 3-7.
Shouping, H., & George, D. (2002). Being (Dis) Engaged in educationally purposeful activities: The influences of student and institutional characteristics. Research in Higher Education, 43(5), 555–575.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
Slavin, R., & Nancy, A. (2002). Madden evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 41-47.
Smith, D. C., Ito, A., Gruenewald, J., & Yeh, H. L. (2010). Promoting school engagement: Attitudes toward school among American and Japanese youth. Journal of School Violence, 9(4), 392-406.
Stipek, D. (2002). Good instruction is motivating. In Development of achievement motivation (pp. 309-332). Academic Press.
)